We present to your attention a set of manuals for automating sounds delivered by a speech therapist. It consists of ten albums
Consultations for educators
Tutorials for Automating Sounds
Children always willingly do something, it is very useful, and therefore not only should not interfere with this, but measures must also be taken to ensure that they always have something to do. /Jan Komensky/
Today, many children are at the stage of automating sound in syllables, words and independent speech. Therefore, it became necessary to recommend games that will allow you not only to create a correctional and developmental environment in the group, but also to achieve successful consolidation of sounds in children’s speech, because a child must play even when he overcomes difficulties, and correcting speech deficiencies is a huge job for child. And therefore, the task of adults is to surround him with play so that he does not notice that he is actually busy with hard work.
Very interesting and loved by children Adventure games. The purpose of this game can be different, due to which there are many variations of these games. For example, the game is an adventure game “Dasha’s Journey” based on the cartoon of the same name. There are letters on the playing field, along which you must move with chips, throwing the dice and determining the number of “steps”. When stopping on a letter, the child needs to come up with a word starting with that letter. If the child finds it difficult, he skips the move. The end of the game is who reaches the finish line first. One of the options for such a game could be coming up with a sentence with a given picture, which is located next to the letter, or selecting adjectives for this object.
The next game is "Sound tracks" It aims to automate isolated sound. The child runs his finger along the path, uttering the corresponding sound. Sound tracks can be various labyrinths, confusions, and even simple images of objects that need to be traced along the contour with your finger. For the greatest interest, such sound tracks are placed in a multifor and the child can draw along these tracks with a felt-tip pen. And after finishing the game, the felt-tip pen can be easily removed with a cloth.
One of the games that not only reinforces sounds in words, but also develops fine motor skills is called “ Kaleidoscope " Necks from plastic bottles are glued onto the box, and a picture is placed under each cap. The child unscrews the lids and names what picture is under the lid. One of the variants of this game can be drawing up sound patterns if the caps are selected in the appropriate color (red - vowels, blue - hard consonants, green - soft consonants)
To develop fine motor skills and thinking in children with speech impairments, the following aid was invented: four top parts of half-liter plastic bottles of different colors (pink, blue, green and yellow) with the same caps are attached to a piece of plywood (1030 cm in size). Inside each bottle there is the same handkerchief. In the first lesson, the child’s task is to open the lids, take out the handkerchiefs, screw the lids on, then unscrew them again, put the handkerchiefs into the corresponding bottles and screw on the corresponding lid. In the next lesson, the task becomes more complicated: you need to put the handkerchiefs and lids in order without seeing the initial version. Then a diagram is laid out in front of the child, on which a large circle indicates the color of the bottle, a square indicates the color of the handkerchief, and a small circle indicates the color of the cap. It is required to collect the bottles in accordance with the diagram. For example: put a red handkerchief into a blue bottle and screw on a green cap, a blue handkerchief into a yellow bottle, screw on a red lid, etc. At each lesson, the child is offered a new scheme. For independent play, children can be asked to draw up a diagram themselves and arrange the bottles themselves according to the instructions of a friend.
When working on speech breathing, the device “Magic headband" This is an ordinary girl's headband, to which a thick wire is screwed at a distance of 15-20 cm. Several threads of New Year's rain are tied to the end of the wire. Putting the headband on the child, the speech therapist suggests going on a flight. The most remarkable thing about this device is that there is no need to force or correct the child; he himself takes the correct position when breathing. Because if you tilt or raise your head incorrectly, the rain is either too close or too far from your lips and then it is impossible to “launch a plane or rocket into flight.”
Taking into account the tendency of preschoolers to imitate, visual forms of thinking, as well as to differentiate sounds in words, such a game is proposed. A staircase in the shape of the letter L and a rainbow are cut out of cardboard. Pictures with these sounds in their names are glued to multi-colored clothespins with double-sided tape. The child’s task is to construct a rainbow with the help of clothespins, where there are pictures in the names with the sound R and a ladder with pictures with the sound L.
« Sound absurdities"This game consists of 2 plates that fit on pins and can rotate freely. The top is closed with a box on which the arrow is located. On one of the records are placed paper discs that contain pictures of a specific sound. A paper disk is placed on another plate, which depicts some action or objects that can be associated with the first disk. The child’s task is to spin the disks, name the “dropped out” picture and come up with a sentence. For example: “The cat lives in a swamp.”
Thus, targeted work on speech correction in children is stimulated by using this small list of games and contributes to a faster and more successful correction of these deficiencies.
The soft toy "Sun" is made of fabric with padding polyester inside. The rays are attached with Velcro. Each ray has a transparent pocket sewn onto it.
The manual is used both in final classes and in everyday work. At the final matinees, each child takes a ray with a picture, the name of which contains a sound that he has learned to pronounce correctly, and attaches it to the common sun, the speech therapist attaches the last ray with the word “Well done!”
When working with sounds and sound pronunciation, pictures with the sound being studied are inserted into the pockets, and the rays are distributed to the children. The child names the word, determines the place of the sound in the word and attaches his ray to the sun.
When studying the topic “Prepositions”, the corresponding cards with prepositions are inserted into the pockets ( WITH boxes, ON box, IN box, etc.).
Work options: children come up with a sentence with their own preposition, look for sentences with a specific preposition in the text, etc. A visual representation of prepositions in this way contributes to their better memorization and study.
A guide for working on rhythms and syllable structure of words
When working with children who have severe speech impairments (alalia, speechless children), much attention is paid to working on rhythmic-melodic-intonation basis of language
, working on the syllabic structure of words(according to A.K. Markova). This is a long and painstaking work, which a speech therapist helps to diversify manual "Train".
Equipment: felt with sewn trains and tracks for laying out rhythmic rows, rhythm symbols (according to T.N. Novikova-Ivantsova’s manual), marbles, object pictures of different syllabic structures.
Additionally, for children of primary school age - name the colors of the droplets, the colors of the train, paths, flowers. You can come up with a story about trains that work so that children learn to correctly speak words of different syllable structures.
Exercise: 1) Using locks, clap the rhythm indicated in the picture-symbol “Cockatoo” (three syllables with a third stress). 2) Lay out the appropriate path: two small droplets, the third large. Find pictures or come up with words for this rhythm( boots, head, sieve, milk).
Similar work is carried out with the second track and with the “Whale” rhythm.
The initial stage of working on rhythm
(tasks for the youngest or for children with severe intellectual and speech impairments) - laying out a certain rhythmic sequence: fish-bead-fish-bead. The speech therapist lays out the first row, the child independently lays out the second. Additional task: count the fish (developing the skill of agreeing nouns with numerals: one fish, two fish, one blue bead, two blue beads (or make it more difficult: one blue fish, two blue fish), you can also work on the concept of left-right (at first the fish swim to the left- to the right, then vice versa.) Talk with children of primary preschool age about where the fish live, what they eat, etc. 
Fragment of a lesson on the syllabic structure of a word with 2nd grade student Karina K.
Aids for the formation of subject activity (sensory development)
(“Locks”, “Put a butterfly on your path”)
Most children with intellectual disabilities and speech impairments do not develop visual gnosis for a very long time; by school age, children do not distinguish between colors and shades, and do not copy elements of letters.
Equipment : felt, lightning in spectrum colors.
Tasks: find the right color, open and close the right lock (working on verbal vocabulary, developing fine motor skills of the fingers).
When automating sounds, you can add the following task: open (close) a lock whose color name contains a sound, for example, R(red, orange) or sound and(yellow orange). You can ask the child to open (close) the fourth (second, fifth...) lock from the bottom (top), name the color, say that in nature there is the same color.
Equipment: felt, Velcro tape of different colors, sewn in stripes, butterflies cut out of it.
Exercise: plant a butterfly on your path (development of visual gnosis, fine motor skills of the fingers).
Additional task: plant the required number of butterflies on the path, count the butterflies (agreeing nouns with numerals: one blue butterfly, two blue butterflies, etc.).
Speech therapy mat, divided into squares, for working on semantics, sound pronunciation, development of subject activity
Equipment : felt, decorative buttons.
Exercise: Didactic game "Who moves how?"
The speech therapist asks to put those who fly in the first row (bird, butterfly, bee, dragonfly), those who crawls, to the second row (snail, worm, lizard, turtle), those , who jumps on third row ( monkey, hare, squirrel, frog). Next, the corresponding semantic work is carried out. Verb vocabulary is practiced in various exercises at each lesson with children with severe speech impairments, since the verb is necessary to construct a phrase or sentence.
If a lesson on sound pronunciation is being conducted, then the squares are filled with objects whose names contain the desired sound.
This manual is also often used to develop attention and thinking in games such as “Find a Pair” (all squares are filled, for example, with butterflies, two of which are the same and need to be found), “Odd Four”, etc.
Multifunctional speech therapy mat (for the development of subject activity, work on semantics)
Equipment: felt, decorative buttons.
Assignments and exercises:
2. Name the words that answer the question Who? ( fish, girl in a red dress, ladybug) , What? ( locomotive, cherry, car, poppy, fly agaric, strawberry, apple).
3. Name the transport ( locomotive, car- what kind of transport is this, water, land?), berries ( cherry, strawberry), fruits ( apple).What can be prepared from apples and fruits?
4. Listen and remember the chain of words, repeat: poppy, apple, strawberry(word order changes three times). The adult pronounces the word, the child finds the corresponding object on the rug, shows it with a “smart finger”, then pronounces the word (at subsequent stages he finds the objects only by looking and names them).
5. Guess the object by touch (the child closes his eyes, the speech therapist, if necessary, directs the child’s hand to the object).
6. Make a sentence with this subject (if a student, write the sentence in a notebook). Analyze the sentence (how many words, name the first, last, etc.).
7. Name the object that is located to the right of the poppy, above the strawberry, to the left of the fly agaric.
8. Remember what color objects you worked with? You can ask the child to name additional objects that may be red.
9. Name the red objects in the first row, second, third, fourth.
Similar work can be done when studying other colors..
When working on sound pronunciation, syllabic composition of a word and other speech therapy tasks, exercises are selected in accordance with the topic and goals of a particular lesson.
Speech therapy mats for automation of delivered sounds (in isolation, in syllables, words, sentences, connected speech)
When working on sound pronunciation, despite the fact that it is recommended to produce sounds (calling out) in syllables (as in ontogenesis), lingering very little at the stage of sound automation in isolation, you often have to deal with children with whom it is necessary to practice sounds in isolation. Especially if children have severe speech disorders. In the speech therapy literature there are not many manuals for practicing isolated pronunciation of sounds.
Equipment: felt, sewn paths of braid of different colors, decorative buttons - symbols of sounds (train [h], dog, motorcycle [r], bee [f], angry cat, burst balloon [w], boat [l]
Target: practicing isolated pronunciation of evoked (delivered) sounds [h, r, zh, sh, l]
Tasks and exercises:
Help the big engine get to the little engine. Move your “smart finger” along the path, pronouncing clearly: CH-CH-CH.
Other sounds are processed similarly. You can pronounce the desired sound while walking back, for example, from a balloon that has burst and makes the sound sh-sh-sh- to the cat.
You can pronounce the sound in two versions: long, short.
Additionally, you can come up with stories about “heroes”: about an angry cat, about a big bee that flew towards a little ladybug, etc. With children who do not distinguish colors, work with the color of the paths and the color of objects.
Target: practicing the pronunciation of evoked (placed) sounds in syllables and words .
Tasks and exercises:
The child independently chooses the path along which he will go. The speech therapist asks: who will visit whom today? Depending on what sound is being practiced, the child steps with his fingers along the flowers of the selected path, pronouncing, for example: RA-RY-RO-RU-RE (if there is a soft version of the pronunciation, then it is also practiced RI, if not, then the child only steps five flowers each). Pronunciation in reverse syllables is also practiced.
When working out pronunciation of sounds in words, the child names the word and presses the flower (you can use one index finger, you can use all five fingers in turn). As an option to complicate the task: the speech therapist names several words (depending on the child’s abilities and age), the child repeats the words by clicking on the flowers in order, from left to right, then the speech therapist asks to name what word was on the third, second flower. You can ask the child to come up with six words (or three or four, and the speech therapist will help with the rest) and then, for example, Mishka will end up in his house.
Fragment of the lesson "automation of the sound r in isolation and in syllables"
(using symbols from Fomicheva M.F.), Arthur L.. 3rd grade.
Automation of sounds [s], [s"]
Equipment : felt, decorative buttons.
List: pig, elephant, pacifier, rhinoceros, watch, plane, stroller, bicycle, footprints, snowman, dog, pineapple, board, paints, bag, globe, orange, octopus, heart, smiley.
Tasks and exercises:
1. Name the pictures, pointing to each object with your “smart finger”. Pronounce the sounds [s], [s"] clearly in words.
2. Name words of one, two, three, four syllables. Find words with a given rhythm (for example, a two-syllable word with a second stress: footprints).
3. Name the words in which the sound [s] is at the beginning of the word, in the middle, at the end of the word.
4. Listen and remember the chain of words, repeat the words in the same order.
6. Game "Fourth wheel". Name the extra item in each row:
the first row is a pacifier, since it is not an animal;
the second row is the clock, because not transport;
third row - pineapple, because the sound [s] is at the end of the word, not at the beginning;
the fourth row is a bag, because board, paints, globe - school supplies;
fifth row - smiley, because in other words the sound is [s"].
7. Exercise to develop spatial orientation: What is under the snowman? To the right of the bag? Above the stroller? (children's answers must be complete sentences).
8. Name the words that answer the question Who? What?
9. Name transport, school supplies, animals, fruits.
10. Close your eyes, remember what color the globe, bag, etc. are. Remember which object was last in the first row, first in the second row, etc.
11. "Guess by touch." The child closes his eyes, feels the object and guesses it. If necessary, the speech therapist helps and asks guiding questions.
12. Compose sentences with words, write them in a notebook. Analysis of proposals.
13. Work on semantics: explain the meaning of the words proposed by the speech therapist. For example, if the lesson is held in winter, the speech therapist asks: Who (what) is a snowman? When is it made? What parts is it made from? Is it round or square? What happens to him in the spring? Why? etc.
Sound automation [H]
Equipment: felt, decorative buttons.
List: sheep, girls. textbook, turtle, blue ball, teapot, cup. clock, key, black ball, red ball, bee, bat, worm, yellow ball, butterflies.
Tasks and exercises:
1. Name the pictures by clicking on each item with your “smart finger”. Pronounce the sound [h] clearly in words.
2. If the syllable structure is violated, lock the words (o-vech-ka, de-voch-ki, u-cheb-nik). Name long words, short ones (butterfly, ball).
3. In the words teapot, clock, textbook, name only vowel sounds.
4. Find out the word by vowel sounds: the speech therapist pronounces only the vowel sounds in the word, for example, A, Y (in this case, you can highlight the stressed sound with your voice), the child guesses the word and pronounces it: clock.
5. Game "Riddles". The speech therapist begins the word, the child ends, for example, tea-....(nickname), key-...(chik).
6. If the child does not have any violations of the syllabic structure of the word, then you can play the games “Changes” and “Additions”.
"Shifters." The speech therapist swaps the syllables, and the children name the word correctly, for example, la-pche (bee), ka-chash (cup).
"Add-ons." The speech therapist adds one extra syllable, the child must name the word correctly, for example: pchemala (bee).
7. Name objects whose names have the sound [h] at the beginning, middle, or end of the word.
9. Carefully look (“photograph”) the objects in the second row and name them from memory (students can write down the words in a notebook).
10. Name objects that answer the questions: Who? What?
11. Come up with a sentence with one of the words, write it down in your notebook, and analyze it.
12. For children with dysgraphia (or for the purpose of preventing dysgraphia), draw up a diagram of words and then write them down in a notebook: teapot, cup, clock.
13. Recognize an object by touch.
Sound automation [P]
Equipment : felt, decorative buttons.
List: rose, ball, giraffe, camel, gift, crab, beaver, fish, crayfish, shells, rake, cake, ice cream, grapes, corn, watermelon, carrots, locomotive, pencil, rollers, fly agaric, chamomile, tomato, pear, monkey, heart. crocodile, ship.
Tasks and exercises:
1. The tasks can be similar to those used when working with speech therapy mats for other sounds.
2. Learn pure tongue twisters, tongue twisters, poems, show the subject in question:
a) a r-ar-ar- beautiful red ball
or-or-or- there’s a tomato in the garden
or-or-or-in the forest there is a fly agaric
b) talk to the child at the beginning about who beavers, crayfish, crabs are, where they live, what they eat.
All beavers are kind to their own beavers.
The beaver has no hole,
Not a den, not a hole!
He is a worker, he is a creator!
The beaver has a palace in the river!
Once upon a time there were crayfish, bully crayfish.
The crayfish lived noisily and started fights.
The brave crab boasted for two days:
"There is no crab braver than me!"
On Mount Ararat
Varvara tears grapes.
I played from morning to evening,
Then I took the racket to bed!
After the dew the roses grew!
In the darkness, crayfish make noise in a fight.
Kirill bought a rake at the market.
3. Game "One-many". The speech therapist names one object, child, many: red rose - red roses, big ball - big balls, tall giraffe - tall giraffes, humpback camel - humpback camels, orange racket - orange rackets, interesting gift - interesting gifts, etc.
What item cannot be said “one or many” (ice cream, rake).
4. Didactic game "Mine, mine, mine." The speech therapist asks about what objects you can say “Mine” (if addressing a girl): my rose, my fish, my carrots, my corn...
If a speech therapist turns to a boy, he asks: “What objects can you say “mine” about: my ship, my cake, my grapes, my crocodile...
The speech therapist asks all the children present at the lesson about which objects can be said “mine”? (my rollers, my rakes).
5. Work on semantics. The speech therapist asks: What do cancer and fish have in common? Between carrots and roses? Between cake and ice cream? Between a crocodile and a giraffe?
6. Guess the riddle, count the riddle item to 10:
Under dense leaves,
yellow stones,
Elastic, smooth,
They taste sweet! (corn)
7. Count objects using numbers, which are laid out in front of each row, for example, in front of the rose - 1, in front of the crab - 2, in front of the cake - 5, in front of the steam locomotive - 7, in front of the pear - 9 (the numbers change at each lesson) .
Counting in rows: for example, one rose, one ball, one giraffe, one camel, one racket, one gift.
Counting by columns: for example, one rose, two crabs, five cakes, seven locomotives, nine pears.
Counting items in order on cards (forward and reverse): one rose, two roses, five roses, seven roses, nine roses and vice versa.
8. Exercise to develop spatial orientation .
The speech therapist asks what object is under giraffe, above beaver, between fly agaric and tomato, to the left of ice cream, to the right of grapes, etc.
9. Game "Edible-inedible". The speech therapist asks which items are edible and which are not.
10.Sound-syllable analysis of words followed by writing in a notebook: rose, ball, fish, crayfish, rake, cake, corn, pencil, rollers, pear, monkey, shell.
11. Drawing up proposals with complete analysis.
12. Name objects that are red, yellow, brown, etc. You can additionally ask to name objects that may be of these colors.
Sound automation [P] using sound fields
Equipment: sheets, toys (dogs, tiger, car, motorcycle)
Sheet No. 1. Automation of sounds [р,р"] in isolated pronunciation (without supporting sounds t, d).
Game "Let's help the dogs collect all the bones."
The child chooses a dog that he will help collect all the bones in the booth and places it at the beginning of the path. Going to the “bone”, the dog growls [r-r-r], and rests near the bone. The exercise is performed on the long sound rrrr-rrrr and short sounds: rrrr.
You can play together using a game cube.
Sheet No. 2. Automation of sounds [р,р"] in isolated pronunciation and in reverse syllables (different tracks - straight, with stops).
Game "Visiting" (or the variant "Visiting with a song").
The child chooses which character (dog, tiger) will go to visit.
With isolated pronunciation, moving toys along figured lines, the child pronounces an isolated sound depending on the figure on the sheet (short, abruptly, with stops or long, without stops).
When pronouncing the sounds [р,р"] in reverse syllables, "going to visit", we sing songs:
ar-or-ur (first track) - ar-or-ur
yr-er-ir-yur-er-yar (second track) - yr-er-ir-yur-er-yar
er-yar (third track) - er-yar
er-er-ir-yur-ur (sixth track) - er-er-ir-yur-ur
If it is difficult for a child to pronounce and remember different syllables, you can sing one or two songs. Monitor the correct pronunciation of sounds.
At the initial stage of setting up the sound [p], you can use the “Motor” exercise. The child pronounces the sound combinations tr, dr (t, d act as “helper” sounds). In this case, this sheet is used with car and motorcycle toys. The child “goes” to visit along the path-lines, performing the “Motor” exercise: long TR-R-R-R; briefly: TR-TR-TR-TR.
Game "Hide and Seek". Some dog is “sleeping” in the booth. If a speech therapist works together with a child, then he or she may have a toy dog; if this is a subgroup lesson, then the toy is “hidden” with another child.
Another dog came to the clearing to visit a dog who was “sleeping”, who walked around waking her up, calling her, pronouncing syllables or words, for example:
AR,OR,UR,ER,YR; YAR, YOR, YUR, ER, IR or soft variants of the sound [r] (each pair of syllables is repeated by the child reflectively after the speech therapist, if the sound pronunciation is clear and correct, the dog in the booth “wakes up” and the toy is given to the child.
The words for “Repeaters” are first taken with the sound at the end of the word, then in the stressed syllable in the middle of the word, then in the reverse unstressed one:
Bazaar, tan, mosquito, Makar, samovar, fire, yard, motor, fence, tomato, fly agaric, axe, cord, beaver, actor. carpet, boxer, fitter; carp, park, march, army, barge, velvet, map, stamp, desk, apron, food; watermelon, artist, badger, pocket, cardboard, wind, sugar etc.
All unfamiliar words must be explained to the child.
If we are practicing a soft version of pronouncing the sound [r"], then we first take the words with emphasis on the syllable ( row, seas, outfit, snag, order), then without stress on the syllable( storm, rowan, fried, boiled), then with a consonant cluster ( scream, mushroom, hot water bottle, cream etc.).
Sound Automation Tutorial
"Fairy tales of colorful gnomes"
Goal: to automate the sounds made by a speech therapist: in syllables, words, phrases, sentences, phrases, poems in children of middle and older preschool age.
Didactic tasks:
Correctional and educational. Form correct speech, improve the functioning of the articulatory apparatus (movements of the lips, tongue, lower jaw), movements of the fingers.
Correctional and developmental. Activation of children's speech activity. Development of phonemic hearing, improvement of the syllabic structure of a word, correction of the lexical and grammatical structure of speech, formation of the skill of sound-letter analysis of syllables and words. Development of visual perception, attention, memory, independent thinking, creative imagination.
Correctional and educational. Formation of a positive attitude toward participation in classes, friendly relations, and initiative.
Age: children from 5 to 7 years.
Material: album, colored paper.
The manual is an album with spoken and illustrative material.
Articulatory gymnastics for whistling sounds: S, S’, Z, Z’, C;
hissing: Sh, Zh, Ch, Shch; sonorous sounds: L, L’, R, R’.
Game “Labyrinth” - the child clearly pronounces the sound being studied, moving his finger along the path with the proposed tasks of the Dwarfs.
The pages of the album contain small pictures. The child is invited to show those of them whose names contain a certain sound. The location of the sound is determined: at the beginning, in the middle or at the end of the word. Count from 1 to 10 and back. If the child easily copes with the tasks, you can complicate them, for example, ask him to ask questions about the pictures, come up with a sentence of 3-5 words or a short story for each illustration.
Game “Echo”: a poem or rhyming lines of pure words are read, and the child repeats after you, like an echo. Changing your voice: speak loudly, quietly, quickly, slowly.
Humorous poems - purely spoken ones - help develop speech breathing, since they are pronounced in one exhalation. Funny poems that emphasize a particular sound and short stories will train the child in distinguishing and pronouncing sounds.
Be patient and kind. Then the results of working with your child will definitely please you.
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INTRODUCTION
We present to your attention a set of manuals for automating sounds delivered by a speech therapist. It consists of ten albums:
Sound Automation WITH in game exercises
Sound Automation 3 in game exercises
Automation of sound C in game exercises
Automation of the sound Ш in game exercises
Sound Automation ^ F in game exercises
Automation of sounds Ch, Shch in game exercises
Sound Automation L in game exercises
Sound Automation ^ L in game exercises (Automation of sound R in game exercises Automation of sound Ry in game exercises
This album presents a system of exercises for automating the sounds Ch, Sh. The material proposed by the author turns the monotonous and monotonous work of consolidating the pronunciation of sounds into an interesting game. Simultaneously with the automation of sounds, the child’s reading skills improve, fine motor skills and creative imagination develop.
Work on this manual contributes to faster automation of sounds in spontaneous speech, development of phonemic hearing, improvement of the syllabic structure of a word, correction of the lexical and grammatical structure of speech, consolidation of knowledge about automated sounds and corresponding letters, and formation of the skill of sound-letter analysis of syllables and words. At the same time, fine motor skills of the fingers develop; activation of memory, attention, thinking. All this, in turn, is a timely prevention of dysgraphia and dyslexia. Depending on the complexity of the child’s speech defect and the stage of correctional work, games and tasks can be used in combination by the speech therapist.
Automation of sounds 4, Ш is carried out according to the traditional scheme in speech therapy. First, a set of articulatory gymnastics exercises is performed. Then exercises are offered to automate sounds 4, Ш in isolation, based on the material of syllables, words, sentences, poetic and prose texts.
In order to make the process of automating sounds in words more fun and effective, a number of auxiliary techniques are proposed.
One of them is the use of small volumetric (for example, from Kinder surprises) or flat toys, the names of which contain automated sounds*. This technique also helps to activate the child’s attention and maximally supports his interest in the material being studied throughout the lesson, bringing the joy of self-expression and, of course, causing positive emotions. The game situation creates a relaxed atmosphere in the lesson, frees the child from constraint, encourages him to communicate, and promotes quick contact with the speech therapist. Work with the toy is carried out during the following games:
It is recommended to play these games with each maze (p. 4-5, 20-21).
If, while going through the maze, the toy lands on a square with a question mark, the child must come up with a word with an automated sound in a certain position.
Labyrinth. The child, clearly pronouncing the sound being studied, names the pictures presented on each page of the album in a given order, moving the selected toy along them. Movement begins from the cell marked with an asterisk. If a child names a word incorrectly, then the next move cannot be made until the word is named correctly.
^
Labyrinth with pronunciation.
When moving through a maze, a child must not only name the pictures, but also indicate the direction of the next move. For example, tea - to the right, seagull - to the right, teapot - down..." %
^
Maze with skipping a turn.
The game is played in two stages. First, the child names all the pictures in order, and then, starting with the picture marked with an asterisk, one after another.
^
The labyrinth is the opposite.
First, the child pronounces all the words - the names of the pictures of the maze. Then he places the toy on the last picture of the maze and moves in the opposite direction, calling out the words.
Subsequently, the pronunciation of sounds is consolidated in phrases, sentences, stories and poetic texts.
Be patient and kind. Then the results of working with your child will definitely please you.
* On the back of the cover are the following flat toys: Thumbelina, turtle, puppy, racer.
^ ARTICULATIVE GYMNASTICS
All exercises are performed in front of a mirror. Exercises 1, 2, 4 involve holding a static pose for a count of up to 5 (up to 10); exercises 3, 5, b are performed 10-15 times.
2. CUP
1. SPATULA
Open your mouth. Place a wide, relaxed tongue on your lower lip. Place the “spatula” in your mouth, trying not to strain your tongue.
Open your mouth. Raise a wide, relaxed tongue to the upper lip. Bend the middle part of the tongue, bending the side edges up.
3. HORSE
4. FUNGUS
Smile (teeth visible), open your mouth slightly. Suck your wide tongue with its entire plane to the roof of your mouth and open your mouth.
Suck your tongue to the roof of your mouth, stretching the hypoglossal ligament. Click your tongue slowly and forcefully. The lower jaw must be motionless!
6. BRUSH YOUR TEETH
First perform with your mouth closed, then with your mouth open.
^
5. DELICIOUS JAM
“Brush” the upper teeth from the inside with the tip of your tongue (from left to right, from top to bottom). The lower jaw is motionless!
Open your mouth slightly. Use a wide tongue to lick your upper lip, making movements from top to bottom. The lower jaw is motionless!
^ Exercise "Locomotive". Help the train get to the station. Run your finger along the path, pronouncing clearly: Ch-Ch-Ch... (The lips are pushed forward and rounded. The tip of the tongue touches the palate. The lateral edges of the tongue are pressed tightly against the upper molars. The back of the tongue is raised. When a sound is pronounced, the tip of the tongue comes off the palate.)
^
Exercise "Songs".
Thumbelina decided to teach you how to correctly pronounce her favorite sound Ch. For this she came up with syllabic songs! Listen carefully and repeat the songs with Thumbelina. Try not to make mistakes. (Watch for the distinct pronunciation of the sound Ch in rows of syllables. If the child makes a mistake, invite him to repeat the row of syllables again.)
Labyrinth 1
Before you start working with mazes, read the introduction carefully!
^ Exercise “Living - Nonliving”*. First, name the words denoting living objects, and then - inanimate objects.
Exercise “Magic wand”*. Touching the pictures with a magic wand, change their names according to the example. ^ Sample: seagull - seagulls. What words haven't changed?
Exercise "Guess". I will name an action word, and you choose a suitable object word for it and say both words together. ^ Sample: They drink... (tea).
Exercise “Photographer”*. Using the magic camera, “photograph” (memorize) as many pictures as possible. Close the album and name these pictures.
Labyrinth 2
Exercise “Echo”*. Listen to the words. (An adult names any 2-5 pictures.) Remember them and repeat them in the same order with the toy, emphasizing the sound Ch.
^ Exercise “What’s missing?”* Look at and remember the pictures. I’ll cover one picture with a magic screen, and you look and tell me what’s missing. (The exercise is repeated several times.)
^ Exercise “Clapperboards”*. Following the maze, name the pictures syllable by syllable, determining the number of syllables by clapping. Then I will think of a word, clap it syllable by syllable, and you guess the word.
^
Exercise “Make a sentence”*.
Choose any picture word and make a sentence with it. Sample: I met a girl in the hospitaldoctor
.
Find the extra picture in each frame and circle it. Explain your choice. Name the extra pictures, clearly pronouncing the sound Ch. 
^
Exercise "Count."
Guests came to Mukha-Tsokotukha. Count the butterflies, grasshoppers and bees. Sample:
one
butterfly,
two
butterflies...
Who came more? Who is less? Count the insects in reverse order. Sample:
four
butterflies,
three
butterflies...
^
Exercise “Who has who?”
Complete the sentences based on the pictures. Name the baby animals, clearly pronouncing the sound Ch.
^
Exercise “New words”.
Cipollino learned that if you replace at least one letter in a word, its meaning will change. Check if this is true?
Replace the last sound in the words with the sound Ch. Sample: chalk - ... (sword).
CHALK - ...
ENEMY...
PLAN - ... KULIK - ... GRAM - ...
Replace the first sound in words with the sound Ch. Sample: bad -... (miracle).
What words did you come up with?
HUDO - ... BAS - ...
NUT - ... BALLS - ... STOCK - ...
^ Make up sentences about Vanechka and Tanya using diagrams based on pictures. Sample: Vanechka... watch. - Vanechka was given a watch.
^
The turtle came up with suggestions. But he mixed up all the words in them. Listen to the suggestions. Find and correct the turtle's mistakes.
The post office brought the postman.
The student solved the problem.
Sheep graze the shepherd.
The granddaughter was picking blueberries in the forest.
We took the dacha with our things in our suitcase.
A butterfly catches a girl with a net.
The fish caught Vovochka with a fishing rod. 
Misha lives in the village with his grandparents. In the morning he tends a sheep. The sheep has a ringing bell on its neck. Misha is helped by the dog Zhuchka.
In the afternoon, Misha takes a fishing rod and goes with Zhuchka to the river. There friends fish and play ball.
In the evening, Misha and his grandparents sit near the stove and drink tea.
^ Exercise “Fold the picture.” Guess the riddles. Use counting sticks (matches) to make pictures according to the pattern. Remember and repeat each riddle.
^
What kind of miracle? Here's a miracle: A dish on top, a dish below. A miracle is walking along the road. The head sticks out and the legs stick out.
L. Ulyanitskaya
What words with the sound H do you remember from this poem? 
^
From a hot well, water flows over the edge.
A.
Rozhdestvenskaya Make a sentence with the word kettle.
^
Exercise "Find the word."
Name the pictures, highlighting the sound Ch. Find words in which the sound Ch is at the beginning (in the middle, at the end). Connect each picture with the corresponding diagram. Make up a sentence with each word - the name of the picture. Come up with your own examples of words for each diagram. 
^
^
Sample: tea - teapot, cup, seagull.
^
Help the turtle get home. To do this, read the syllables and words on the magic track. Make up sentences with the words you read. 
^
Exercise “Mysterious words”.
Put the letters in order. Write down the words you came up with. The pictures will help you complete the task. 
^
^
Exercise “Collect a word.”
Help the Little Bunny collect the words. Write the resulting words in the empty cells. Make 2-3 sentences with each word.
red star.
The second move is three cells to the right.
The third move is three cells down.
The fourth move is one cell to the right.
Fifth move - three cells up.
The sixth move is three cells to the left.
First move - letter marked
green star.
The second move is one cell down.
The fourth move is two cells down.
Fifth move - one cell to the left.
The sixth move is four cells up.
^ Exercise “Decipher the words.” What words did the butterfly wish for? Decipher them. Compose them from the first letters of words - the names of pictures - and write them in the empty cells.
^ Exercise "Staircase".
^
Exercise “Clean the path.”
Help Mama Bear clean the path near the house. Run your finger along the path, pronouncing clearly: Sh-Sh-Sh... - after all, this is the sound that is heard when sweeping with a brush. (The lips are pushed forward and rounded. The tip of the tongue is pressed against the tubercles behind the upper teeth. The lateral edges of the tongue are pressed tightly against the upper molars. The back of the tongue is raised. The tongue is tense.)
Exercise "Songs". The goldfinch loves to sing different syllabic songs. Listen carefully and repeat the songs along with the goldfinch. Try not to make mistakes. (Watch for the distinct pronunciation of the sound Ш in rows of syllables. If the child makes a mistake, invite him to repeat the row of syllables again.)
Labyrinth 1
Exercise "Riddles". I will tell you the words-signs, and you show the corresponding picture and name the word. Sample: reliable, large, beautiful... - shield.
^ Exercise “My, mine, mine”*. Name only those pictures about which you can say my (my, mine). (Make up phrases based on the example. Example: my tongs...)
Exercise “Come up with it yourself.” Listen to my questions. Find as many answers as possible to them. ^ Sample: What cheek? - Pink, plump, warm...
Exercise “Yesterday, today, tomorrow”*. Choose any picture word and make sentences with it according to the example. ^
Example: Yesterday the puppy was playing. Today the puppy is playing. Tomorrow the puppy will play.
Labyrinth 2
Exercise “Visiting the Dwarves.” I'll name the big object, and you name the small one. ^ Example: things - little things. Are there any words that have not changed?
Exercise “Halves”*. I will think of a word and name its part (beginning or end). And you before-
Add the missing part of the word and say it in its entirety. Sample: me
box, box
Exercise “Find me”*. Look at the sound diagram and find the right word. (The speech therapist lays out a sound diagram, and the child conducts a sound analysis and finds the right word.)
^
Exercise “Change the order of words in a sentence.”
Come up with a sentence using each of the pictures. Change the order of the words and say a new sentence. (The exercise is performed based on the diagram.) For example: Vegetables were put in boxes.- Vegetables were placed in boxes.
^
Exercise “The fourth is extra.”
Find the extra picture in each frame and circle it. Explain your choice. Name the extra pictures, clearly pronouncing the sound Shch. 
^
Exercise "Count."
Guests swam to the goldfish. Count the pikes and breams. Sample:
one bream,
two
bream...
Who came more? Who is less? Count the fish in reverse order. Sample:
six
bream,
five
bream...
Exercise “Complete the sentences using the pictures.” Listen (read) the sentences. Complete them using the pictures. Repeat the entire sentences, clearly pronouncing the sound Shch.
^
Exercise “Correct the sentence.”
The cheerful puppy learned to make sentences. But he mixed up all the words in them. Listen to the suggestions. Find and correct your puppy's mistakes.
There is a face on the cheek.
Vegetables are prepared from borscht. The box lies in pincers. The brush drags the puppy. Katya puts the cloak on. The grove sings in the goldfinch. Things are looking for Vova. 
^ Exercise “Make a sentence.” Make up sentences about Kolya and Olya using diagrams based on pictures. Sample: Kolya... pike. - Kolya caught pike.
Who did the puppy meet in the yard? Where did the lizard puppy run away from? Why did Tanya take the puppy home?
^ Exercise “Fun Train”*. Help passengers travel on a fun train. Name each passenger, emphasizing the sound Ш. Clap your hands for the number of syllables in each word, and you will find out who will travel in which carriage (the number of syllables in the word coincides with the number of windows in the carriage). Draw a line-path from each passenger to his trailer.
^
Exercise "Find the word."
Name the pictures, highlighting the sound Ш. Find words in which the sound Ш is at the beginning (in the middle, at the end). Connect each picture with the corresponding diagram. Make up a sentence with each word - the name of the picture. Come up with your own examples of words for each diagram. 
^
Exercise “Color the sound diagram.”
Color the sound pattern of each word. Indicate hard consonants in blue, soft consonants in green, and vowels in red. 
^
Exercise “Match words into syllables.”
Read the syllables. Find pictures whose names begin with these syllables. Name these pictures. The arrows will help you. The number of arrows that start from a syllable equals the number of pictures that begin with that syllable. Sample: shcha - sorrel. Come up with more words for each syllable.
^
Exercise "Magic track".
Help the lizard reach the cave. To do this, read the syllables and words on the magic track. Make up sentences with the words you read. 
^
Exercise “The Word Has Scattered.”
Look at the pictures. In the empty cells, write down their names from scattered letters. Come up with 2-3 sentences with each word. 
Exercise “Collect a word.” The evil Koschey hid the words in the labyrinth. Collect the words. Write them down in the empty cells. Make 2-3 sentences with each word.
First move - letter marked
red star.
The second move is two cells down.
The third move is one cell to the right.
The fourth move is three cells up.
Fifth move - two cells to the left.
The sixth move is one cell to the left.
First move - letter marked
green star.
The second move is two cells up.
The third move is one cell to the right.
The fourth move is two cells up.
Fifth move - three cells to the right.
The sixth move is four cells down.
^ Exercise "Staircase". Look at and name the pictures. Count the number of sounds in each word and write the words in the corresponding cells of the “ladder” crossword puzzle.
UDC 376.1-058.264 BBK 74.3 K63
Recommended by the Academic Council of the Pedagogical Society of Russia Publication of developmental education
Komarova, L.A.
K63 Automation of sounds Ch, Shch in game exercises. Preschooler's album / L.A. Komarova. - M.: Publishing house GNOM and D, 2009. - 32 p.
15Y 978-5-296-00931-9
The manual offers a system of exercises for automating the sounds Ch, Sh for preschoolers aged 4-7 years, which turns the monotonous and monotonous work of consolidating the pronunciation of sounds into an interesting game. Along with their automation, the child’s reading skills improve, fine motor skills and creative imagination develop.
Automation of the sounds Ch, Shch is carried out according to the traditional scheme in speech therapy. The effectiveness of correctional work is ensured by the use of a number of auxiliary techniques (working with three-dimensional and flat toys, counting sticks, creating game situations in class).
Game aid for automating and differentiating sounds [R] - [L]. This manual is convenient because it does not require special preparation of pictures and allows you to add variety to the protracted stage of automating sounds in dysarthric patients.
In addition, game tasks are aimed at correcting the grammatical and syntactic structure of speech. The manual must be printed on a color printer, on A4 sheet and pasted into a file or laminated, then it will last for many years. Attached are a text file with instructions and speech material, and a playing field in jpg format.
Walker. Help Carlson get to the jam.
Automation of sounds [R] - [L].
Goal: differentiation of sounds [P] - [L] in words and phrases.
We begin to follow the pictures from Carlson, following the arrows to the jar of jam, changing the words and coming up with sentences. In case of an error (incorrect pronunciation of sounds), you can come up with penalties: make a move back or pronounce a syllable chain, etc. Options: the child throws a dice and moves along the arrows in accordance with the number that appears; or several children play, throwing dice and making moves (the one who gets to the jam faster wins).
Legend:
| - greedy icon. Make up a phrase with the words my/my/my/my. | |
| no what? / no who? | |
| - come up with a sentence with a given word or phrase | |
| - change the word by answering the question Which? /which one?/which one?/ which? Or whose, whose, whose, whose(formation of adjectives from nouns). |
|
| - change the word by answering the question what did you do?/what did you do? | |
| - change the word by answering the question I admire who?/what? | |
| - The gnome has a small... Formation of nouns with diminutive suffixes. | |
| - count objects to five. For example, one magazine, two magazines…. five magazines | |
| - make up a phrase with the words one.... and two... | |
| - change the word: one - many. For example, a bucket - buckets |
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